Five-factor mentoring model: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The five-factor mentoring model is an empirically derived framework for describing effective mentoring practices, organised into five factors: "personal attributes, system requirements, pedagogical knowledge, modelling, and feedback". Each factor carries associated attributes and practices that were statistically justified in prior instrument-development work and used in this study as a framework for collecting, examining and categorising qualitative data on mentoring dialogues about classroom management. It served both as theoretical lens and as an analytic coding scheme.

Design Implications¶

Context¶

Requirements¶

• Mentors need the attributes and practices associated with each factor, e.g. being "comfortable in talking about classroom management" and articulating system requirements clearly

Constraints¶

• The article notes the model "now requires qualitative understandings" beyond its quantitative justification

Target Learners¶

• preservice teachers
• mentor teachers (cooperating classroom teachers)

Target Learning Objectives¶

• classroom and student behaviour management
• mentoring practices for teacher development

Claims¶

• Five Factor Mentoring 30 Of 34 Practices Classroom Management [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8). https://ro.ecu.edu.au/ajte/vol36/iss8/1. doi:10.14221/ajte.2011v36n8.4